THE CORRELATIONS AMONG STUDENTS’ PERCEPTIONS OF CLASSROOM ENVIRONMENT, MOTIVATION IN LEARNING ENGLISH AND THEIR ENGLISH ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOLS IN INDRALAYA

Abstract

This study was aimed at finding out whether or not there were significant
correlations between: (1) the students’ perceptions of classroom environment and
students’ English achievement, (2) each scale of the students’ perceptions of
classroom environment and students’ English achievement, (3) students’ motivation
and students’ English achievement, (4) each scale of the students’ motivation and
students’ English achievement, (5) predictor variables and criterion variable. This
study also investigated whether or not there were significant contributions of the
predictor variables toward students’ English achievement. This study involved 103
students selected randomly from 3 state senior high schools in 3 different subdistricts
in Indralaya. The ‘What Is Happening In this Class (WIHIC) questionnaire’,
motivation questionnaire, and an English test were used to collect the data which
were analyzed statistically by using correlation and multiple regression analyses.
The findings showed that there were significant correlations between: (1) the
students’ perceptions of classroom environment and their English achievement (r=
.297), (2) five scales of the students’ perceptions of classroom environment and their
English achievement, (3) the students’ motivation and their English achievement (r=
.312), (4) all scales of the students’ motivation and their English achievement, (5)
combination of predictor variables and criterion variable (r= .346). There were also
significant contributions of: (1) the students’ perceptions of classroom environment
and Teacher Support toward their English achievement, (2) the students’ motivation
and Instrumental Motivation toward their English achievement, (3) predictor
variables toward criterion variable. In conclusion, the students’ perceptions of
classroom environment and students’ motivation were significantly correlated to
their English achievement.